Fostering Support of Mathematics Learning in Multilingual Classrooms

Funded by TODOS and NCTM

TODOS—Mathematics for All has as one of its goals “to advance educators’ knowledge and ability that lead to implementing an equitable, rigorous, and coherent mathematics program that incorporates the role language and culture play in teaching and learning mathematics.”

Congratulations to the 2019-2020 Recipients!

Matemá[email protected] bilingües: Supporting Integration of Language and Culture in the Mathematics Classroom 

Davis Bilingual Magnet Elementary School (K-5)

Tucson, AZ

Mrs. Cate Ann Arnquist

Dr. Maura Varley Gutiérrez

Mrs. Brenda Maytorena

Implementation Year: 2020-2021

Davis Bilingual Magnet is a model dual-language school, primarily because of the unique integration of language and culture within the school community. The school is known for its caring community that embraces bilingualism, family engagement and the integration of culture. We are uniquely positioned to build on this solid foundation and expand the powerful work being done with language and culture to include mathematics learning. This grant would allow us to work with the dedicated staff at Davis Bilingual to develop three areas of professional development support to strengthen the mathematics instruction within the school. Because of the unique position that Davis has within the Tucson community and among the dual-language schools within the state, the benefits of the professional development will have the potential to expand beyond the school walls.

Bridging Teacher Learning with Student Learning Through Language and Culture in Mathematics

Colton High School (9-12)

Colton, California

Mrs. Eva Hernandez

Mrs. Jennifer Cruz

Implementation Year: 2020-2021

For the last 3.5 years the Colton High School Algebra 1 team has participated in several professional development opportunities with regard to language and math content.  These opportunities have given our teachers pedagogical content knowledge with areas such as formative assessment, discourse, and literacy. With the help of this grant, teachers will be able to make the learning from these opportunities come alive in the classroom.  The grant will provide teachers time to collaborate, practice intentional lesson planning, and apply the knowledge from our professional development. Through the work of this project, we will continue learning about the Standards for Mathematical Practice and cognitively demanding tasks to support us with creating learning experiences that will engage students in cognitively demanding tasks that pay attention to language and culture.

The purpose of this grant is to provide financial assistance to pre-K–12 schools for in-service to increase understanding and expertise in fostering support of multi-language development when teaching mathematics. The proposed project must explicitly support the implementation of equitable and rigorous mathematics teaching that incorporates students’ languages and cultures in their learning of mathematics. To this end, the proposed project should specifically address—

• the development of classroom materials with a consultant. The consultant must have expertise in both teaching mathematics and teaching language.

AND/OR

• the purchase of materials to implement professional learning with educators towards the above stated goal.

For 2020-21, one grant of a maximum of $4,000 will be awarded to a school. Costs may include honoraria and expenses for consultants, materials, substitute time during the school day, teacher stipend after the school day, and conference or workshop registrations. No funds may be used for staff travel or equipment. While this grant does not fund the purchase of technology equipment, proposals including professional development involving the use of technology to enhance student learning are encouraged. Indirect costs are not allowed. Proposals must clearly communicate the need your project aims to address. To support this, proposals should include school-specific data (e.g. context, demographics, academic mathematics performance, access to professional development) related to the goals of the grant. Additionally, proposals need to describe the scope of your plan that should include the mathematics content focus, number of teachers and students impacted, expected outcomes, assessment plan, other contributing sources of funding and distribution of costs. See Proposal Requirement checklist.

The applicant must have at least one current NCTM member and one current TODOS member who teaches at the school. These memberships must be current at the time of application.

No school may receive more than one award administered by the Mathematics Education Trust in the same academic year. Past recipients of this grant are not eligible to reapply. Activities are to be completed between June 1, 2021, and May 31, 2022.

Interested schools are invited to submit a proposal. The Proposal Cover Form must be completed and serve as the top page of each copy of the proposal. The proposal must be typewritten, double-spaced, and single-sided (please organize as outlined below), with margins of at least one inch on 8.5" x 11" paper. Font size must be no smaller than 12-point Times Roman and the width between characters should be normal (100%). The proposal is to be submitted electronically to [email protected] by 11:59 PM PST on Sunday, November 1, 2020. No mailed or faxed copies will be accepted. Duplicate or revised applications will not be considered.

Link for Complete Grant Information

Link for Cover Page

Link for Rubric

Link for Past Recipients